"Overpumping reduces the downward pressure exerted by the aquifer's fresh water, giving seawater from the Gulf of Mexico room to move in and fill the void. Aquifers in other parts of the state are also dealing with saltwater intrusion, but the Chicot's proximity to the coast exacerbates the problem here," says Christine Kirchhoff.

"You might have a well that is functioning just fine now," Kirchhoff says, "but once salt contaminates fresh water, it's done. That's it. You no longer have that well." Read the full story here.

Stop APPI Hate

The following text is taken from https://stopaapihate.org/.

Our communities stand united against racism. Hate against Asian American Pacific Islander communities has risen during the COVID-19 pandemic. Together, we can stop it.

Read more here.

#IAMNOTAVIRUS

The following text is taken from https://www.iamnotavirus.info/.

The University of Connecticut’s Asian and Asian American Studies Institute has partnered with the #IAMNOTAVIRUS campaign and the Asian American Literary Review to provide students with this Mental Health Workbook. Taking inspiration from the AALR’s Open in Emergency project, this workbook serves as an introduction to making Asian American studies a part of your self-care. Whether it is managing the conditions of the pandemic, feelings of loneliness and isolation, or you are reflecting on the importance of social justice and racial equality, we hope you make these resources a regular part of your wellness practice.

Read more here.

The Higher Education Anti-Racist Teaching (H.E.A.R.T.) Podcast

The following text is taken from https://cetl.uconn.edu/anti-racist-heart-podcast/.

In this series of podcasts, we explore what antiracist teaching in higher education is, what it entails, what challenges educators face, and any advice our guests can give our audience in their antiracist teaching journey. 

The podcasts are co-hosted by Dr. Milagros Castillo-Montoya and doctoral student Omar Romandia. With a strong commitment to centering the learning of BIPOC students, they ask questions of their guests to deepen conceptions about antiracist teaching as well as advance teaching practices that align with antiracist tenets.  

The podcast is supported by the Office for Diversity and Inclusion and the Center for Excellence in Teaching and Learning at the University of Connecticut. 

Read more here.

Principles and recommendations for universities from Black Engineering faculty

The following text is from https://blackinengineering.org/action-item-list/.

July 15, 2020

In 2018, Prof. Ibram X. Kendi laid out a vision for an anti-racist America [1]. As Black faculty — who dedicate our livelihoods to university systems that are not “designed with us in mind;” who daily suffer from unequal burdens that affect our experiences on campus, how we perform our jobs, how our work is perceived, and literally what and who we bring home to our families each night — we have asked ourselves what would the anti-racist university look like? In building on Dr. Kendi’s vision, what about an anti-racist university where:

1. we honestly acknowledge and repair our university’s and society’s racial histories?
2. we examine our biases and begin to unlearn them?
3. a student’s success is not dependent on their identity, high school, or their knowledge of “the hidden curriculum”?
4. the efforts of black staff, faculty, and students in building and improving the institution are acknowledged, applauded, and rewarded?
5. instructors implement a classroom structure that fosters equity and improves learning outcomes?
6. administrators commit resources and people to actionable goals in recruiting, retaining, and supporting Black faculty, staff, and students?
7. Black members of the university are welcomed as full participants, rather than treated as tokens of diversity?

Read more here.